Science Leader Dialogue Q3 – 4 and Common Core Ava D. Rosales, Ph. D. Instructional Supervisor February 2013 Office of Academics and Transformation Department

Science Leader Dialogue

Q3 – 4 and Common CoreAva D. Rosales, Ph. D.

Instructional SupervisorFebruary 2013

Office of Academics and Transformation

Department of Mathematics and Science

AGENDA

Science Department Website Overview District Instructional Resources

Elements of Good Science Instruction Successful Strategies in Science What Should a Science Classroom Look Like (5Es) Lab Activities: Genetic Variation (EL), GIZMO Common Core State Standards connections Science Best Practices Interim Assessment Data Analysis by Benchmarks

(Progress Monitoring Tool)Further ExplorationsReflection on Instructional Practices

January 2013Department of Mathematics and Science

2

Session Outcomes

Participants will be able to: Access science instructional resources to support

science teaching and learning

Support effective science teaching and learning

Develop learning goals


Science Department Website Overview



Upcoming Science Leader information

Achievement Level Descriptions for FCAT 2.0 Science and Biology EOC

NGSS – 2nd /Final draft – released for reviewiCPALMS correlation to the Pacing guides – in

productionState Item Bank - in productionNAEP 2012 – students have problems with

providing evidence and reasoning for claimsInsights: Benchmark instruction with fidelity and

rigor + Students exposed to application of concepts (inquiry, assessments) = Success


What does effective science instruction look like?

Engage Question, discussion, activity, uncover ideas

(Discovery and PBS Learning)Explore

Lab activities (Essential Lab/hands-on investigations, Gizmos)

Explain Conclusion writing/lab report, C-E-R, discussion,

Notebooks/JournalsElaborate

Discussion, real-world connections Evaluate: formative and summative by benchmark


Making Babies

Draw/sketch the face of a baby (2 min.)Use at least one of the following terms in an

introduction of your baby face: offspring -heredity gene -sexual reproduction trait -asexual reproduction phenotype -chromosome genotype -Punnett Square


10 points for each term used correctly

Essential Lab


NSTA Formative

Assessment Probe

Page Keeleydigital copies of all four (4) volumes purchased for all K- 8 Centers and

Middle Schools


Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.

ExploreLearning GIZMO


Conclusion Writing Claim-Evidence-Reasoning

Students should support their own written claims with appropriate justification.

Science education should help prepare students for this complex inquiry practice where students seek and provide evidence and reasons for ideas or claims (Driver, Newton and Osborne, 2000).


Common Core State Standards Connections

Currently we continue to use the Next Generation Sunshine State Standards (NGSSS); however, during teaching and learning, whenever applicable, connections to Common Core State Standards in Language Arts and Mathematics need to be established.

Common Core benchmarks are aligned to Science courses in the M-DCPS Pacing Guides


13

Common Core Benchmarks in the Science Curriculum

15

HandoutHandout

Activate Prior Knowledge!16

• Hook Question: How can the science of DNA analysis affect society?

• Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes?

• Vocabulary Front-Loading• Text Marking (Reading #1):

– An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material.

• Directed Note-Taking (Reading #2)• First draft written response to essential

question

HandoutHandout

DNA

Definition of DNA (n) DNA [ D N A ]

• Deoxyribonucleic acid molecules are informational molecules encoding the genetic instructions used in the development and functioning of all known living organisms


Vocabulary Front-loading

Independently, identify/highlight/underline

words that are unfamiliar to you.


Pearson Digital Content Reading Coach

Science News for Kids


21

Vocabulary InstructionDirect students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on word wall, journal, etc.


22

Text Marking

23

+ -this section of text shows a positive impact of the science of DNA analysis on society or the individual– - this section of text shows a negative impact of the science of DNA analysis on society or the individualP – this section of text shows a problemS – this section of text shows a solution

9.1

Animal CSI or from science lab to crime lab

By Emily Sohn/ March 26, 2008 (http:/ /www.sciencenewsforkids.org/?s=DNA )

Robbery, vandalism, murder: Crimes happen every day. But people aren’t the only victims of illegal activity. Bad guys can also target animals. And since animals can’t tell police officers what they’ve seen, these are some of the toughest cases to solve.

Particularly challenging are the crimes that involve poaching—taking animals from the wild that are protected by law. Poachers can make a lot of money selling meat, tusks, fur, fins, and other parts of protected animals.

Federal inspectors took this suitcase from a traveler passing through Miami’s airport. Inside were poached shark fins and seahorses that NOAA enforcement officers later sent to researchers at Nova Southeastern University in Florida for identification.

R. Horn/Nova Southeastern Univ. Oceanographic Ctr.

Poaching can devastate even large wildlife populations if too many animals are taken in any year or from any area. The problem becomes even more serious when a species is endangered. Then, losing even a few animals can make it harder for the species to survive.

What’s really bad is that poaching creates an unfortunate cycle: As the animals become more rare, their parts become more valuable. So, poachers earn even greater rewards for their collection of protected species.

Now, scientists are helping fight back. Using the genetic material DNA, they are finding ways to clinch hard-to-solve cases involving a wide range of creatures, from elephants to seahorses.

P1

P2

P3

P4

P5

P

S+

Directed Note-Taking

24

Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

HandoutHandout

Directed Note-Taking

25

Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

HandoutHandout

Directed Note-Takingwith video

First Draft Written Response to Essential Question

Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?

26

HandoutHandout

In small groups, take positions and discuss which factor is most significant/impactful

(based on the text), and come to consensus.

Group Consensus

Individual Vote #1

Individual Vote #2

Positive ImpactNegative ImpactProblemSolution

1) Count number of groups that selected each category.2) Count number of individuals that selected each category.

3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)

Question GenerationPurpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

28

Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.

Final Response After Rereading and Extended Text Discussion

• Purpose: To provide opportunities for students to interact with the text and with their peers to:– identify text information most significant to the final/essential

question.– facilitate complex thinking and deep comprehension of text.

After the final discussion, answer the following question on your handout:

According to the text and extended text discussion, which factor is most likely the primary concern for scientists when conducting DNA analysis?

How does scientific research impact society?

29Department of Mathematics and Science

Summative Assessment


F 1 and 2G 1 and 3H 2 and 4J 3 and 4

In guinea pigs, brown hair is dominant to white hair. The diagram shows chromosomes from a male guinea pig with brown hair and a female guinea pig with white hair.

A white-haired offspring resulting from the cross of these two guinea pigs MOST likely inherited genes from which two chromosomes?

F 1 and 2G 1 and 3H 2 and 4J 3 and 4

Benchmark SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.) Also Assesses SC.7.L.16.2 Determine the probabilities for genotype and phenotype combinations using Punnett squares and pedigrees.

Identify and indicate the effectiveness of the…

EngageExplore ExplainElaborateEvaluate


DISCOVERY EDUCATIONIntroduced in District Pacing Guides 2010Train-the-trainer professional development modelExamples of Digital Media integrated with instructionVideo segmentImagesExplorationSoundSongsVirtual labInteractive GlossaryReading PassageGame Collaborative: My Content


Cu

rriculu

m a

nd

Instru

ction

PBS LearningMedia

What FCAT Level Would We Be?

A look at Achievement Level Descriptions


GRADE 8 FCAT 2.0 SCIENCE REPORTING CATEGORY ─ LIFE SCIENCE STUDENTS PERFORMING AT THE MASTERY LEVEL OF THIS REPORTING CATEGORY WILL BE ABLE TO …DETERMINE PROBABILITIES FOR GENOTYPIC AND PHENOTYPIC COMBINATIONS…

Ach Level

Specific Life Science Student Expectations Excerpt

Level 5 •relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • differentiate sexual and asexual reproduction and how they relate to heredity;

Level 4 •relate that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • compare sexual and asexual reproduction and how they relate to heredity;

Level 3 •recall that every organism requires a set of instructions that specifies its traits and that genes located in chromosomes contain this hereditary information; • determine genotypic and phenotypic probabilities using Punnett squares; • compare sexual and asexual reproduction and how they relate to heredity;

Level 2 •recognize that genetic material is contained in DNA; • identify the difference between sexual and asexual reproduction;

Level 1 Performance at this level indicates an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards for science.

Good Science Instruction


37

Effective Planning (with the end in mind)Implement a routine of inquiry based, hands-on

activities relevant to the objectives of the topic.Develop Higher-Order Questioning Strategies

using Explicit-Reflective instruction to enhance student thinking

Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students

Encourage students to communicate verbally and in writing

•

Good Science Instruction (Cont……)


38

Discovering answers through systematic observations

Asking questions about our surroundingsApplying models to formulate solutions to

questionsLearning to make systematic observations

in order to formulate answers to events that occur in our surrounding

SUCCESSFUL STRATEGIES TO USE The 5 E’sHOT Questions

(Web’s Depth of Knowledge)

Inquiry Hands-On

Activities/Labs Demonstrations Virtual Labs

Notebooks Graphic Organizers Models & Visuals Cooperative Learning Think-Pair-Share Jigsaw Centers / Stations Internet / Video Differentiated

Instruction strategies

Jan

ua

ry 20

13

39

Tracking Deficient Benchmarks

Retrofitted to FCAT 2.0

Predictability

Curriculum and Instruction

Learning Village

Learning Village

Progress Monitoring Tool Sample Working Document

Extended Learning Modules (ELM)

and ETO Resource

LessonsOverview

ELM 1 – 6Presented

December 13, 2012West Miami Middle School

Ava D. Rosales, Ph.D.Instructional Supervisor, ScienceDepartment of Mathematics and ScienceOffice of Academics and Transformation

FCAT 2.0 Test Item Specifications

Learning Village

Wordle.netSource: Wordle.netSource: Wordle.net

Course Requirements and Standards“Chunks” or Big Ideas

Debrief Lesson

51

• The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

• Evaluate advances in biotechnology that impact agriculture (Agriscience)

• Identify common diseases and disorders of each body system including etiology, prevention, pathology, diagnosis and treatment/rehabilitation (Health Science).

• Describe cell structure and function in diseased and healthy tissues (Health Science).

Which Literacy standards did we implement into this lesson?

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks [attending to special cases or exceptions defined in the text].

• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

• Integrate [Translate] quantitative or technical information expressed in words in a text with a version of that information expressed visually [into visual form and translate information expressed visually or mathematically into words].

• Write informative/explanatory texts, including scientific procedures, experiments, or technical processes.

• Draw evidence from informational texts to support analysis reflection, and research.

• Use units as a way to understand problems and to guide the solution of multi-step problems.

• Describe qualitatively the functional relationship between two quantities by analyzing a graph.

Key Ideas & Details: LACC.68.RST.1.3[LACC.910.RST.1.3 ]

Craft & Structure: LACC.68/910.RST.2.4

Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or health education class.

Integrated ContentRELATED STANDARDS/BENCHMARKS

Integration of Knowledge & Ideas: LACC.68.RST.3.7LACC.910.RST.3.7

Text Types & Purposes: LACC.68/910.WHST.1.2Research : LACC.68.WHST.3.9

Functions: MACC.8.F.2

Quantities: MACC.912.N-Q.1.1

52

Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning

of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make sense of structure Look for and express regularity in repeated reasoning

Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or

health education class.Integrated Content

Standards for Mathematical Practices

53

54

“Chunking” Big IdeasSC.7.L.16.1 Understand and explain that every organism requires a set of instructions thatspecifies its traits, that this hereditary information (DNA) contains genes located in thechromosomes of each cell, and that heredity is the passage of these instructions from onegeneration to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.)SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen indifferent fields of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2,SC.8.N.1.5, and SC.8.E.5.10.)

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science andtechnical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis,reflection, and research.

MACC.K12.MP.1: Make sense of problems and persevere in solving them.MACC.K12.MP.2: Reason abstractly and quantitatively.MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.MACC.K12.MP.7: Look for and make use of structure.MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

The CIS lesson covered (chunked) several benchmarks and was an example of one activity that demonstrated the inclusion of the Literacy Standards with the NGSSS.

Comprehension Instructional Sequence (CIS)

Facilitates students…

• Using background knowledge, i.e., predicting, inferring

• Identifying key ideas from text

• Learning and using text structures

• Monitoring comprehension and employing fix-up strategies

• Using a variety of reading strategies effectively

• Paraphrasing, explaining, and summarizing information to construct conclusions

• Engaging in question generation

• Extended text discussion and writing55

CIS Brochure from Just Read, Florida!

Discuss It!

• Based upon this lesson, how might you describe the new “look and feel” of instruction with Common Core Literacy Standards?

• How might you differentiate instruction for struggling students, Students with Disabilities (SWD), or English Language Learners (ELL)?

Florida Dept. of Education 57Bureau of Curriculum & Instruction

“The fact that students

differ may be inconvenient, but it is inescapable.

Adapting to that diversity is the inevitable price of

productivity, high standards, and fairness to kids.”

Theodore Sizer, Brown University

58Adapted from Florida Inclusion Network (FIN) and Florida Diagnostic & Learning Resources System (FDLRS)

HandoutFor ESEHandoutFor ELL

Instructional Design Questions

Guidelines for Differentiating Instruction59

Is your learning environment optimized for student success?

Are you clear about what students need to know, understand and be able to do?

What data will you collect to assess student learning?

“The goal is no longer to teach a unit and then see who got it, but rather to

understand student progressions toward learning goals throughout a

unit and adjust teaching as necessary to guide each student to success.

The Differentiated School , by Tomlinson, Brimijoin, & Narvaez

60

The starting place for all effective instruction is designing and communicating clear learning goals.

61

Marzano (2009)

Without a precise description of where they are headed, too many students are "flying blind."

Moss, Brookhart, Long (2011). Knowing Your Learning Target. Educational Leadership. 68 (6). pp. 66-69.

Course Requirements and Standards

Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course

“Chunks” or Big Ideas

Instructional Design in Layers

62

Major Learning Goals

Statements of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified.

• Learning Goals, Scales, and Learning Activities• Text Coding Activity (Intro through Learning Goals section)

– D = I already DO this (be prepared– N = This is NEW to me– ? = I would like to know about this

• For more information:– https://www.floridaschoolleaders.org– https://www.floridaschoolleaders.org/resources/index.aspx

Florida Dept. of Education Bureau of Curriculum & Instruction 63

HandoutHandout

True or False?(Gut-check!)

• Learning goals are NOT the same as topics.• Learning goals are NOT the same as standards.• Learning goals are NOT the same as activities.

There is a reason many teachers are activity-based rather than goal-based: you can survive the day without a goal, but you cannot survive the day without an activity.

Mike Rutherford

Practice

64

You Be the Judge-Learning Goal or Not?Declarative Knowledge or Procedural Knowledge?

The student…1. Understands that the sun is the largest body in the solar system. 2. Describes how materials change when they are heated or cooled. 3. Flips a coin one hundred times to determine probability of heads. 4. Creates a model of the moon and earth rotating on their axis.5. Summarizes what was read or learned and write a short

statement of the main points or the big ideas.6. Correctly administers subcutaneous injections.7. Practices solving several equations in cooperative groups.

65Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets

With a shoulder partner, determine if the following statements are a learning goal or activity. Identify the learning goals as declarative or procedural.

Reflection ActivityLet’s take a moment to individually reflect on current practices

on the following questions: • How clear are you about the distinction between a

learning goal and a learning activity/assignment? • How do you communicate the difference to students?• To what extent do you communicate learning goals in a

way that makes explicit to students how they can improve?

• To what extent do you have students restate rubrics in their own words?

• To what extent do you have students design their own learning goals for units of instruction? If you do not, how might you do so?

66Marzano. R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD, Alexandria, VA.

Please share some of your reflections and/or questions with your group.

Summarizing: Learning Goals• Determine learning goals or targets needed to master

standard/benchmark.– Remember that several learning goals or targets may be needed

to master the standard/benchmark– Levels of mastery are indicated by defined criteria and set the

stage for student success.

• Sources for Learning Goals– Next Generation Sunshine State Standards (NGSSS)

• Big Ideas • Benchmarks

– Common Core Standards• Domains• Standards

67

LET’S TAKE LEARNING GOALS ONE STEP FURTHER…

68

Knowledge Learning Goals

Master factual knowledge, to be learned outright or retrieved

• Recognizes and describes patterns• Understands long-term physiological benefits

of regular participation in physical activity• Explains the important characteristics of U.S.

citizenship• Knows that energy can be transformed

between various forms

Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 69

Reasoning Learning Goals

Use knowledge to reason and solve problems

• Uses statistical methods to describe, analyze, evaluate, and make decisions

• Analyzes fitness assessments to set personal fitness goals, strategizes ways to reach goals, evaluates activities

• Examines data/results and proposes meaningful interpretation


Skill Learning GoalsDemonstrate mastery of specific performance skills

•Measures length in metric and US units•Reads aloud with fluency and expression•Dribbles to keep the ball away from an opponent•Participates in civic discussion with the aim of solving current problems•Uses simple equipment and tools to gather data


Product (Performance) Learning Goals

Create quality products

• Constructs bar graphs• Develops a personal health-related fitness plan• Constructs physical models of familiar objects• Creates an Xtranormal presentation on biotechnology


Learning Goal Types tend to be cumulative or hierarchical

• Knowledge = Knowledge

• Knowledge + Reasoning = Reasoning

• Knowledge + Reasoning + Skill = Skill• Knowledge + Reasoning + Skill + Product = Product


Use the Literacy Standards handout where standards were identified as declarative or procedural. Identify which standards would also require skill and/or product to show mastery of the standard.




Biotechnology Lesson in Layers

75

HE.912.C.1.8 Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Major Learning GoalsThe student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases.

The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.

The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Knowledge Learning Goal

Reasoning Learning Goal

Reasoning Learning Goal

Identify the Learning Goal type .

Knowledge Learning Goal




Biotechnology Lesson in Layers

76

SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Major Learning GoalsThe student provides examples from the content being studied.

The student cites specific textual evidence to support analysis of science and technical texts.

The student determines the meaning of key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

The student draws evidence from informational texts to support analysis, reflection, and research.

Product Learning Goal (Knowledge + Reasoning + Skill)

Skill Learning Goal (Knowledge + Reasoning)

Reasoning Learning Goal (Knowledge )

Skill Learning Goal (Knowledge + Reasoning)

Identify the Learning Goal type .

77

Course Requirements/StandardsSample Unit

The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues (SC.912.L.16.10).

The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied (SC.912.N.1.6).

Learning Goal 3The student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases. (HE.912.C.1.8).

Learning Goal 4The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.

79

Course Requirements/StandardsSample Unit

Design Learning Goal 3

Design Learning Goal 4

HandoutHandout

80

Course Requirements/Standards

“Chunking” and Big Ideas

Using a course description, work with your small group to identify a learning goal from your course that may take a student weeks, months, or even all year to master.

Please sit with peers that teach the same/similar course(s).

• “Chunk” the unit standards/benchmarks into related, measurable Learning Goals that guide students toward successful mastery.

• Determine what the student needs to know and/or do to demonstrate mastery of the selected Learning Goal.

• Complete the Standards portion of the Learning Goal Template for your first goal (left side only).

• Design a learning goal(s) for the selected standard(s)/benchmark(s).• Identify type of Learning Goal (knowledge, reasoning, skill, product).

• Identify the Literacy standards and mathematical practices that are applicable to the Learning Goal.

• Repeat this process for other standard(s)/benchmark(s).• Select one learning goal to share with group and using chart paper

identify the learning goal and the scale/rubric/progress points.

Reflections and FeedbackParking Lot – on a sticky-note, pick at least one to answer• How do you see the Literacy Standards and Mathematical

Practices supporting and enhancing your curriculum?• What concerns you the most about the transition to

implementation of CCSS Literacy Standards and Mathematical Practices?

• How can these concerns be addressed?

81

Exit slip - on separate sticky-notes, please complete • I used to think….• But, now I know…

Lab Rotations 6Lab Rotations 6thth and 7 and 7thth GradeGrade

1.1. Moth Catcher—7Moth Catcher—7thth ( (EL) (G1)EL) (G1)

2.2. Penny Genetics—7Penny Genetics—7thth (G2) (G2)

3.3. TechnologyTechnology(Pearson, GIZMO, (Pearson, GIZMO, The Khan Academy, The Khan Academy, Study Jams, Discovery) (G3)Study Jams, Discovery) (G3)

4.4. Modeling Meiosis (Pearson) (G4)Modeling Meiosis (Pearson) (G4)

5.5. Human Variations—7Human Variations—7thth

6.6. Cat Classification—6Cat Classification—6thth

7.7. Cell City—6Cell City—6thth

8.8. Formative Assessment Probes:Formative Assessment Probes: Is It Made of Molecules?Is It Made of Molecules? Is It Made of Cells?Is It Made of Cells? Digestive SystemDigestive System Is It a System?Is It a System?

8282Department of Mathematics and ScienceDepartment of Mathematics and Science

Lab Rotations 7Lab Rotations 7thth and 8 and 8thth GradeGrade

1.1.Moth Catcher—7Moth Catcher—7thth ( (EL) (G1)EL) (G1)

2.2.Penny Genetics—7Penny Genetics—7thth (G2) (G2)

3.3.Technology (Technology (Pearson, GIZMO, Pearson, GIZMO, The Khan Academy, Study Jams, The Khan Academy, Study Jams, DiscoveryDiscovery) (G3)) (G3)

4.4.Human Variations—7Human Variations—7thth

5.5.Martian Sun Times—8Martian Sun Times—8thth Solar System SizesSolar System SizesSolar System Distance Scale Model ObjectiveSolar System Distance Scale Model ObjectiveImaginary Alien Life FormsImaginary Alien Life FormsPlanet Research WorksheetPlanet Research WorksheetExtreme Alien Life FormsExtreme Alien Life Forms

6.6.Formative Assessment Probes:Formative Assessment Probes:Is It Made of Molecules?Is It Made of Molecules?Is It Made of Cells?Is It Made of Cells?Digestive SystemDigestive SystemIs It a System?Is It a System?

8383

Department of Mathematics and ScienceDepartment of Mathematics and Science

K-12 Science Vocabulary Aligned to Content & Performance Standards

• Over 1,100 definitions to support individual

state standards • Grouped by grade levels and strands • Fully translated into Spanish with an easy

toggle between languages • for each concept (capable of supporting

additional languages) • Building vocabulary and the body of science

knowledge using visuals • and interactive media • Developing methods of scientific inquiry with

the help of over 240 digital experiments

Learning VillageLearning Village

Formative Assessment Probes Formative Assessment Probes Purchased for All K-8 Centers and Purchased for All K-8 Centers and Middle SchoolsMiddle Schools

8686Department of Mathematics and ScienceDepartment of Mathematics and Science

CPALMSCPALMS www.FloridaStandards.orgwww.FloridaStandards.org

Khan Academy resources. Please view what is

available at www.khanacademy.org.

Teach with the Brain in Mind

““Teachers work to produce Teachers work to produce understanding in their understanding in their

students-whether the topic students-whether the topic is literature, social studies, is literature, social studies,

math or science. For young math or science. For young people to be literate, the people to be literate, the

written word needs to bring written word needs to bring the world into focus for the world into focus for

them.” them.” Ellen Stone, National Energy FoundationEllen Stone, National Energy Foundation


The Power of ScienceThe Power of Science

Science isn’t just memorizing facts.Science isn’t just memorizing facts.

The new standards will help The new standards will help students understand how science students understand how science works.works.

The scientific skills and attitudes The scientific skills and attitudes students learn will provide them with students learn will provide them with powerful problem-solving skills.powerful problem-solving skills.

Every student deserves to benefit Every student deserves to benefit from scientific thinking.from scientific thinking.


Session GoalsSession Goals

Are you now able to:Are you now able to: Access science instructional Access science instructional

resources to support science resources to support science teaching and learningteaching and learning

Support effective science teaching Support effective science teaching and learningand learning

Develop learning goalsDevelop learning goals


Exit Slip Day 3Exit Slip Day 33 Things I Learned3 Things I Learned ______________________________________________________

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2 Things that I will not forget2 Things that I will not forget ______________________________________________________

__________________________________________________1 Thing that makes me go…WOW!1 Thing that makes me go…WOW! ____________________________________________________


Follow-up

Action PlanPosted in Edmodo.com

Join Group Code:

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Science Department


94Mr. Cristian Carranza,

Executive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Dr. Ava RosalesInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Kirk NieveenCurriculum Support

Specialist

Ms. Yoly McCarthyCurriculum Support

Specialist

Ms. Keisha Kidd Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939

Documents

Science Leader Dialogue Q3 – 4 and Common Core Ava D. Rosales, Ph. D. Instructional Supervisor February 2013 Office of Academics and Transformation Department